Conference Session

Motivation and Engagement in Engineering Students

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leo Kimura, Shibaura Institute of Technology; Hatsuko Yoshikubo Ph.D., SHIBAURA INSTITUTE OF TECHNOLOGY; Sumito Nagasawa Ph.D. in Engineering, Shibaura

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Student Division (STDT)

of Technology Grant for Educational Reform and Research Activity (AY2024). Her research interests include: (1) Impacts and potential benefits of including humanities components in science and engineering degree programs (2) Innovative methods of assessment in science and engineering education, especially in the context of remote learning, hybrid courses, and collaborative international programs (3) Solving systematic issues that impact the effectiveness of science and engineering education programs, in both in-person and remote learning contexts. In recent years she has been a presenter at the following international conferences: World Educational Research Association (WERA): WERA Conference 2019, 2022, 2023, 2024

Conference Session

Collaborative Learning in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Taylor Martini, Baylor University

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Diversity

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Student Division (STDT)

their students. Thiscombination of roles is key in introductory engineering classes as it enables TFs to create a senseof belonging and build students' self-esteem. Peer mentors, like Teaching Fellows, have beenshown to positively impact and support incoming students by creating welcoming environmentsand tutoring students, aiding in the transition to college [1]-[5]. This WIP study will take a lookat the impact that Teaching Fellows have on cultivating belonging and self-esteem for first-yearengineering students.For the Fall 2024 semester, there were seven sections of EGR 1301 and NSE. Each pairedsection had its own Teaching Fellow. TF office hours were hosted every week, Monday throughThursday, from 5 pm to 9 pm, with each TF taking a 2-hour

Conference Session

Engineering Identity and Student Support (Features 2 papers of STDT)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danielle Usinski, University at Buffalo, The State University of New York; Alyndra Plagge, Trinity University; Emma Treadway, Trinity University; Jessica E S Swenson, University at Buffalo, The State University of New York

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an in-depth n=1 case study. Wepropose that problem-solving is more than just a process, and can also become a distinct personalidentity outside of traditional engineering contexts. After analyzing interviews with ProjectorMan, we found their experience with problem-solving in theater and through life challengesaided in the development of their strong engineering identity by reinforcing their engineeringinterest, performance, and self-recognition, which compensates for weaker conventional identitymarkers. Our findings highlight the potential of incorporating strategies in first-year engineeringcurriculum to help students connect non-engineering experiences to their engineering identities.Keywords: Engineering identity, identity, problem

Conference Session

Student Success and Support Mechanisms in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

James Finn Morton, University of Georgia; Taiwo Raphael Feyijimi, University of Georgia; Sarah Jane Bork, University of Georgia

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Diversity

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Student Division (STDT)

socioeconomic factors [1].Title I students often experience a deficit in resources and exposure to post-secondary educationpreparation; the lack of exposure can leave students unaware of the college process as well asunprepared for future careers and classes [1]. This can lead Title I students to being heavilydisadvantaged regarding college readiness when compared to higher-income schools.Understanding the difference between low and high SES will give us a better perspective on theeffects of low income vs. poor educational structure.Research has found that exposing more Title I students to engineering can boost their confidence[2]. Understanding students’ perceptions on engineering from Title I and non-Title I (low andhigh SES) will show how effective

Conference Session

Engineering Education Methods and Reflections

Collection

2025 ASEE Annual Conference & Exposition

Authors

Qiuxing Chen, University at Buffalo, The State University of New York

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Student Division (STDT)

thoroughreviews of the literature; in which two are most recognized: systematic and scoping literaturereviews. These two methods are particularly useful forms of reviewing what is already writtenand known about the topic, identifying research gaps, and in some cases, and analyzing existingliterature. Scoping Reviews and Systematic Literature Reviews are similar and different in theirown ways. For example, a scoping review may be utilized for understanding the “breadth” of aresearch topic, but a systematic literature review may be utilized for understanding the “depth”and appraise the literature of a topic [1]. Both of these literature reviews are helpful for noviceresearchers when they are beginning a project or want to explore the potential of a

Conference Session

Industry and Technical Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Zain ul Abideen, Utah State University; sehrish jabeen, Utah State University

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Diversity

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Student Division (STDT)

solving, engineering,STEMIntroductionIn 1985, Terezinha Nunes Carraher and colleagues challenged the perspective that studentslearn mathematics primarily in schools in their foundational research [1], broadening thescope of mathematics education research. This was one of the studies examining how real-world experiences systematically influence mathematical understanding. Their researchrevealed that children develop mathematical understandings in daily, out-of-school contexts,which often differ from what is taught in classrooms. Building on this, they investigated howinformal, intuitive ways of learning mathematics can be leveraged in educational settings.Besides the cognitive and cultural dimensions of this research, their work spans the

Conference Session

Engineering Education Methods and Reflections

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jad El Harake, Vanderbilt University; gina yu, Vanderbilt University; Kaden Jorge Tro; Jonathan Ehrman, Department of Biomedical Engineering, Vanderbilt University, Nashville, TN, USA

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Diversity

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Student Division (STDT)

discouraging them from exploring furtheropportunities. This exploratory study aims to better understand the experiences of undergraduateresearchers in science, technology, engineering, and math (STEM) fields through a population ofundergraduate participants in a full-time multidisciplinary undergraduate research program.Student- and mentor-reported perceptions and scores were collected at the end of each summerterm to evaluate the students’ research performance and reflect on their experience and growth.Electronic (Google Form) surveys prompted students to self-evaluate their research performanceover the summer term as a numerical score between 1 (worst) and 5 (best), and to provide awritten justification for the selected score. Mentors scored their

Conference Session

Engineering Education Methods and Reflections

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ruidong Ma, University of Washington; Renee M. Desing, University of Washington

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Diversity

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Student Division (STDT)

. I have critically analyzed my self-reflections and evaluations to assess my personal andprofessional growth as an instructor over the last three years. In this paper, I present the results ofmy critical self-reflection through a set of lessons learned and how my teaching philosophy hasevolved, including improvements in teaching skills, time management, career development, andDiversity, equity, and inclusion (DEI) in the classroom. Based on my personal experience, thispaper aims to share a journal with peers who are interested in teaching while pursuing a Ph.D.degree and to bridge the teaching experience with career development.Keywords: self-reflection, graduate student instructors, improvement of teaching skills 1. Introduction

Conference Session

Industry and Technical Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Saki Taguchi, Shibaura Institute of Technology; Kasumi Hoshino, Shibaura Institute of Technology; Yutaro Tsuchida, Shibaura Institute of Technology; Sogo Fujita, Shibaura Institute of Technology; Hatsuko Yoshikubo Ph.D., SHIBAURA INSTITUTE OF TECHNOLOGY; Sumito Nagasawa Ph.D. in Engineering, Shibaura Institute of Technology

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Student Division (STDT)

Technology Grant for Educational Reform and Research Activity (AY2024). Her research interests include: (1) Impacts and potential benefits of including humanities components in science and engineering degree programs (2) Innovative methods of assessment in science and engineering education, especially in the context of remote learning, hybrid courses, and collaborative international programs (3) Solving systematic issues that impact the effectiveness of science and engineering education programs, in both in-person and remote learning contexts. In recent years she has been a presenter at the following international conferences: World Educational Research Association (WERA): WERA Conference 2019, 2022, 2023, 2024 Asia

Conference Session

Motivation and Engagement in Engineering Students

Collection

2025 ASEE Annual Conference & Exposition

Authors

Julien Yllanes; Logan Soderborg, Utah State University; Vanessa Tran, Utah State University; Cassandra McCall, Utah State University

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Diversity

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Student Division (STDT)

findingshighlight themes such as perceptions of rigor, stereotypes, and shared struggles that will be usedto inform future interview protocols for further exploring meme interpretation and transferability.Ultimately, these findings will articulate cultural components that serve as leverage points forpromoting inclusion in engineering for students from all groups.IntroductionDespite significant efforts to diversify the engineering workforce, the number of studentsbelonging to minoritized groups in engineering have remained relatively constant over the lastseveral years [1]. While many groups have seen a steady yet slow increase in numbers (i.e.,women), others have reported declines in enrollment (i.e., Latinx students) [1]. At the same time,research has

Conference Session

Collaborative Learning in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Keating Dinsmore Ms., University of Michigan; Laura Hirshfield, University of California, Berkeley; Robin Fowler, University of Michigan

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Diversity

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Student Division (STDT)

technology and how specific affordances can change the ways we collaborate, learn, read, and write. Teaching engineering communication allows her to apply this work as she coaches students through collaboration, design thinking, and design communication. She is part of a team of faculty innovators who originated Tandem (tandem.ai.umich.edu), a tool designed to help facilitate equitable and inclusive teamwork environments. ©American Society for Engineering Education, 2025Context of All in Which You Live: How Women Engineering Students Perceive Gender BasedPatterns in Teams ​ 1

Conference Session

Student Success and Support Mechanisms in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Max Wu-Blouin, McGill University; Kennedy Grace Olsen, McGill University; Manish Malik, Canterbury Christ Church University; Lawrence R Chen, McGill University

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Student Division (STDT)

scoping review of the literature on undergraduate engineering studentperceptions, attitudes, and emotions on failure.How students perceive and respond to failure can have a significant impact on their growth anddevelopment [1], [2]. This relationship is complex and can draw upon many factors includingmindset [3]-[5] (e.g., Dweck’s implicit theories of intelligence beliefs), motivation and self-regulation [6], [7] (e.g., measured through the Motivated Strategies for Learning Questionnaire,MSLQ), and emotions [8], [9] (e.g., examined with the Achievement Emotions Questionnaire,AEQ). First, students with a growth mindset can see failure as a learning opportunity whereasthose with a fixed mindset may be more inclined to see a failure in terms of

Conference Session

Student Success and Support Mechanisms in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Zain ul Abideen, Utah State University; Oenardi Lawanto, Utah State University; Angela Minichiello P.E., Utah State University

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Diversity

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Student Division (STDT)

readiness to engage critically andthoughtfully with that information is another important aspect that needs attention. Asignificant challenge facing higher education today is designing and implementinginstructional practices that effectively cultivate students’ ability to apply knowledgeefficiently and adaptively. Problem-based learning (PBL) is widely used to promote criticalthinking, collaboration, and deep learning, but its effectiveness varies among students [1].Individual differences in preferences, traits, and cognitive tendencies significantly influencehow learners engage with PBL, with some surpassing in their inquiry-driven approach, incontrast, others benefit more from structured, teacher-led methods [2]. For educators andeducational

Conference Session

Student Success and Support Mechanisms in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jemal Bedane Halkiyo, Arizona State University; Abdisa Bedane Halkiyu, Bule Hora University

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Diversity

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Student Division (STDT)

that improve the educational experience. Data were collected through quantitativesurveys (n=59) and qualitative, semi-structured interviews (n=4) to investigate students'experiences, strategies, and obstacles to time management in online learning environments. Thestudy identified six factors that significantly affect online students' time management skills: (1)lack of sufficient time management training, (2) challenges in balancing school, work, andpersonal life, (3) limited knowledge of effective time management strategies, (4) inadequateplanning, (5) insufficient self-assessment or self-reflection, and (6) a tendency towardprocrastination. Results reveal significant variations in time management practices acrossdemographic groups of students

Conference Session

Motivation and Engagement in Engineering Students

Collection

2025 ASEE Annual Conference & Exposition

Authors

Autumn Cuellar, Utah State University; Marissa A Tsugawa, Utah State University - Engineering Education; Angela Minichiello P.E., Utah State University

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Diversity

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Student Division (STDT)

classrooms and understand how these implementations have impactedtheir students.1 IntroductionHigher education challenges students to step out of their comfort zone to expand theirknowledge. Particularly, students may need to reach out for help to study or understand thecontent, such as consulting with their professors or attending tutoring centers [1], [2]. However,higher education is less accessible to disabled students, where disability is defined as “a personwho has a physical or mental impairment that substantially limits one or more major lifeactivity” [3]. Students with disabilities are especially disadvantaged in STEM fields, wherepedagogical practices often revolve around traditional lecturing formats [4], and faculty are lesslikely to

Conference Session

Engineering Identity and Student Support (Features 2 papers of STDT)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hang Zhang, Jining Normal University; Xinyao Song; Ming Li, Beijing Foreign Studies University

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Diversity

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Student Division (STDT)

of engineering andtechnological talents by offering a new framework, and provide empirical findingsthat fill existing gaps in literature.2. Literature ReviewFor a long time, the academic community has been enthusiastic about exploring thecultivation of general intercultural competence, especially interculturalcommunicative competence. The composition of intercultural competence is relativelycomplex, and scholars at home and abroad have different expressions.[1][2][3][4][5]Although different scholars have different understandings of interculturalcommunicative competence, research mainly focuses on three aspects: interculturalawareness, intercultural sensitivity, and intercultural communicative behavior.Intercultural awareness is the self

Conference Session

Engineering Identity and Student Support (Features 2 papers of STDT)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brandon Wilson, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles

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Diversity

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Student Division (STDT)

ColorAbstractThis WIP paper intends to supplement our current understanding of political awareness andethical disengagement among engineering undergraduates. As an integral part of the productionof globally-sold technology and weaponry [1-6], engineers in the United States need to have anactive and informed interest for global public welfare as well as the political applications of theirwork [7]. Part of developing this informed interest is supposed to occur as they get theirbachelor’s degree, as ABET expects graduates to be able to “recognize ethical and professionalresponsibilities in engineering situations” (Criterion 3: Student Outcomes) and make decisionsthat give weight to the global and societal impact of their work [8]. In spite of this effort

Conference Session

Industry and Technical Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ruidong Ma, University of Washington; Frank Gao, University of Washington; Renee M. Desing, University of Washington

Tagged Divisions

Student Division (STDT)

: manufacturing, control, thermal & fluids, andmaterials [1, 2]. However, the biomedical and healthcare devices market has experiencedsignificant growth, reaching $542.21 billion in 2024, and is projected to increase to $886.80 billionby 2032 [3]. This expansion underscores a growing demand for higher education programs thatprovide interdisciplinary experience, particularly in STEM fields. Concurrently, the number oforgan failure patients is on the rise, with many individuals suffering and awaiting transplants. Inthe United States, nearly 110,000 people were on the national transplant waiting list in 2021 dueto end-stage organ diseases, including kidney, liver, lung, and heart failure. Although over 40,000transplantations were performed in 2020, the

Conference Session

Industry and Technical Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Liliana Elizabeth Tarud, Auburn University; Joan Tisdale, University of Colorado Boulder

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Student Division (STDT)

[1]. A newerchallenge for civil engineers is accounting for the heavier vehicle weights of electric vehicles(EV’s) in their designs and calculations for new and existing infrastructure. This paper describesthe additional weights of EV’s and why it is important in civil engineering education. Facultyperspectives are shared and are accompanied by examples of potential coursework to helpintroduce this topic to students.Electric vehicles have had an increasing trend over the past decade. In 2013, 97,000 electricvehicles were sold in the United States and in 2023, that number had increased to over 320,000electric vehicles sold in the United States [2]. And the total number of electric vehicles registeredglobally hit approximately 14 million in

Conference Session

Engineering Identity and Student Support (Features 2 papers of STDT)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Naqash Gerard, University of Florida; Idalis Villanueva Alarcón, University of Florida; Isabella Victoria, University of Florida; Minji Yun, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine E. McNealy, University of Florida

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Diversity

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Student Division (STDT)

academic experience.Keywords: Mentoring Relationships, Emotional Intelligence, Hidden Curriculum, GraduateStudent Development, Engineering Education1. Introduction: The landscape of engineering education is undergoing a significant transformation, movingbeyond the traditional focus on technical expertise to recognize the critical importance ofinterpersonal dynamics in mentoring relationships [1]. At the heart of this evolution lies thegrowing recognition that successful mentoring in engineering education requires emotionalintelligence, particularly when supporting underserved doctoral students [1]. Emotionalintelligence is a psychological competency that plays a crucial role in helping mentors andmentees navigate the complex hidden curriculum

Conference Session

Collaborative Learning in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anna Engelke, NC State University / UNC-Chapel Hill; Zachary Wiebe; Daisy Huang, University of North Carolina at Chapel Hill; Spencer Dougherty, University of North Carolina at Chapel Hill; Margaret Elizabeth Ambrose

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Student Division (STDT)

encompasses a mixture of technical skills, reflective practice, interpersonalnetworks, and self-directed learning. [1] The formation of a professional identity is described asan ongoing process that encompasses both person and context, where an individual has agencyto self-determine sub-identities that compose their overall professional identity. [2] At BeAM,the professional identity of a PA or a PS is often defined by how they perceive their ability toembody professional roles and their interactions with other makerspace staff. For example, PAsmust be able to safely operate makerspace equipment, teach makerspace users, perform routinemaintenance, and provide support to other makerspace staff. As staff become more confident inthese roles, they

Conference Session

Engineering Education Methods and Reflections

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nina Kamath Telang, University of Texas at Austin; Brittney Outlaw, University of Texas at Austin

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Student Division (STDT)

, leadership, and teamwork.A literature search of currently implemented mentoring programs for engineering students allpoint to the significant impact these programs can have on the educational experiences ofengineering students. Cummings et al. describe a mentorship program featuring a layered peermentorship model, where upper-level undergraduate students mentor lower-level students,creating a chain of support and knowledge transfer throughout the engineering program [1], [2].The study explores how students make meaning through this mentorship experience, focusing onthree key aspects: academic support, professional development, and personal growth.The authors present specific examples of how the program impacts students in each of theseareas

Conference Session

Collaborative Learning in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Audrey Boklage, University of Texas at Austin

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Student Division (STDT)

studentparticipating in a makerspace user design internship. The research aims to answer the followingquestions: (1) How do undergraduate students engage in experiential learning withinmakerspaces? (2) How does involvement in makerspaces influence students’ technical andinterpersonal skill development? Findings suggest makerspaces act as dynamic ecosystems where students immersethemselves in project-based tasks, critically reflect on their experiences, and translate insightsinto actionable strategies for future endeavors. The participant’s reflections emphasize theimportance of structured project engagement, peer collaboration, and iterative problem-solvingin makerspaces. Additionally, the study highlights the necessity of incorporating

Conference Session

Tools, Identities, and Personality in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kylee Shiekh, Virginia Polytechnic Institute and State University; Ernesto Cuesta Alvear, Virginia Polytechnic Institute and State University; Summer S. Stevens, Virginia Tech

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Diversity

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Student Division (STDT)

” (Lesener et al., 2020) wereexpanded to include additional demands detailed in Table 1, though connections to specific roles wereexcluded to avoid bias. Participants rated the impact of each demand on a scale from “Not at all” to“Nearly Every Day” and could suggest additional demands they encounter. The survey included a comprehensive list of demands commonly faced by student-parents,highlighting the dual pressures of managing both academic and parenting responsibilities. These demandsinclude time balancing (TB), financial strain (FS), emotional and physical fatigue (EPT), limited supportnetworks (LSN), and limited time for networking (LTN). Student-parents also navigate challenges likeaccess to affordable childcare (AC), maintaining work

Conference Session

Motivation and Engagement in Engineering Students

Collection

2025 ASEE Annual Conference & Exposition

Authors

Zain ul Abideen, Utah State University; Oenardi Lawanto, Utah State University; Angela Minichiello P.E., Utah State University

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Diversity

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Student Division (STDT)

,performance goal orientation.IntroductionAchievement goal theory suggests that students’ motivation and achievement-related behaviorscan be understood by examining the purposes or reasons they adopt while engaging in academictasks [1], [2]. This theory has served as a foundation for extensive research on motivationalorientations, shedding light on students’ adaptive and maladaptive engagement patterns. Initialresearch in this field concentrated on two primary goal orientations: mastery and performance.However, more recent studies have expanded this framework to include four key goalorientations [3]. Students with a mastery goal orientation prioritize objectives like acquiringknowledge, enhancing their competence, and overcoming challenges. While

Conference Session

Industry and Technical Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Aakash Alpesh Patel, University of Georgia; Taiwo Raphael Feyijimi, University of Georgia; Sarah Jane Bork, University of Georgia

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Student Division (STDT)

enumerate recommended skills for jobs in electrical engineering onsites such as YouTube. We can then analyze and extract the core competencies recommended byeach source using prompt engineering techniques to ensure consistency and expedite the process.Using this data, we can determine the similarity of the competencies recommended by internetmedia and the existing data on competencies requested from job postings by analyzing thefrequency and emphasis of each of the competencies identified.Introduction Electrical Engineering DatasetThe electrical engineering dataset that was created in the study by Feyijimi et al. [1] gives greatinsight into what employers are potentially looking for when it comes to acquired skills. Itsinnovative use of Large

Conference Session

Collaborative Learning in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wylam Patrick DeSimone, University of Georgia; Parker Gavin Ferrer, University of Georgia; Sarah Jane Bork, University of Georgia

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Diversity

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Student Division (STDT)

integrating project-based learning in the ECE curriculum. Through an isolated and emotional experience, this studywas able to document the effect of project-based learning (PBL) on conceptual connections andearly professional development.IntroductionProject-based learning (PBL) has long been recognized as an integral tool in engineeringeducation, enabling students to bridge theoretical knowledge with practical applications throughhands-on experiences [1-2]. Research demonstrates that, compared to traditional curricula,students in PBL-focused programs exhibit significantly increased levels of self-efficacy, intrinsicvalue, cognitive strategy use, and self-regulation [1]. Furthermore, PBL fosters a greaterabundance of self-regulated learners and

Conference Session

Tools, Identities, and Personality in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Karen Elizabeth Nortz, University of Michigan; Cynthia J. Finelli, University of Michigan; Susan M Lord, University of San Diego

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Student Division (STDT)

elements effectively and creating content tailored to both students andinstructors.IntroductionThe majority of engineering undergraduate programs lack sufficient guidance on social andethical responsibility in the field of engineering. Both the U.S. National Academy of Engineeringand ABET accreditation emphasize the necessity to embed ethics and social responsibility toaddress ethical, global, cultural, social, environmental, and economic impacts [1]-[3] Researchhas consistently demonstrated the value of sociotechnical awareness in engineers. For instance,engineers must prioritize public well-being and ethical responsibilities in their work [4]-[8],understand the societal impacts of engineering solutions [9]-[12], and challenge cultural normsthat

Conference Session

Motivation and Engagement in Engineering Students

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hang Zhang, Jining Normal University,China; Hao He; Ming Li, Beijing Foreign Studies University

Tagged Divisions

Student Division (STDT)

context, there are numerous research papers onlearning outcome assessment. For instance, Brannan, Dion, and Fallon exploredassessment strategies for student learning outcomes, provided two specific assessmentcases using program objective matrices, and explained the characteristics of thisassessment method and how it meets EC2000 and promotes continuous improvementin classroom teaching [1]. Kenneth Stier and Richard Boser analyzed general programassessment methods as elements of curriculum continuous improvement that meetaccreditation criteria, helping ABET accreditation faculty in the technical fielddevelop effective assessment plans [2].Due to the lack of comprehensive analysis of the historical background, internal logic,and basic concepts of

Conference Session

Engineering Education Methods and Reflections

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yi Cao, Virginia Tech; Andrea L. Schuman, California Polytechnic State University, San Luis Obispo

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Student Division (STDT)

engineering education. The authors’reflections draw on their personal experience of doing qualitative data analysis and strategies toovercome challenges with qualitative data analysis for internal consistency and validity. Thefindings will not be a specific set of steps for analyzing interview data in engineering educationbut rather detailed reflections on the experience of analyzing qualitative data based on practicaland theoretical challenges. The conclusions may offer mentorship for engineering educationstudents who want to do systematic qualitative research with an engineering educationbackground. 1. Introduction Contemporary engineering challenges demand interdisciplinary solutions that integratetechnical expertise with more social